Using Data to Identify Root Cause for SPP Indicators 4a & 4b
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1 Using Data to Identify Root Cause for SPP Indicators 4a & 4b Goal: Use a data-based process (Root Cause Analysis) to identify possible cause(s) for students with disabilities (SWD) exceeding the 10 day rule for Out-of-School Suspension (OSS)/Expulsion. Objectives: 1) calculate SPP 4a/4b and utilize data to make data-based decisions 2) gain knowledge and skills using the Root Cause Analysis Process 3) identify proactive steps to prevent repeated inappropriate behavior for SWD What is Root Cause? Root Cause: The reason or cause that is leading to a specific outcome. Root Cause Analysis: A structured approach to identifying the factors that resulted in outcomes to identify what behaviors, actions, inactions, or conditions need to be changed to prevent similar outcomes. Root Cause Analysis Process: The process involves defining the problem, investigating through gathering evidence, identifying root causes, implementing solutions and monitoring the solutions to ensure they continue to prevent the original problem. Recap of 4a & 4b: SPP Indicator 4a Number of SWD with OSS/Expulsion greater than 10 days SPP Indicator 4b Number of SWD with OSS/Expulsion greater than 10 days by race/ethnicity category Discrepant for 4a and/or 4b District % for SWD (Total and/or by race/ethnicity) with OSS/Expulsion greater than 10 days exceeded the threshold for that year. Threshold Percentage based on LDOE Average for that year x 1.5 Year LDOE Average Threshold % (1.59% x 1.5) 2.39% % (0.93% x 1.5) 1.40% % (0.62% x 1.5) 0.93% The law states explicitly that a free appropriate public education ("FAPE") must be available to all children with disabilities, "including children with disabilities who have been suspended or expelled from school." (20 U.S.C. 1412(a)(1)(A).) *No cell size limit for 4a due to the use of percentage. For 4b, if a LEA has fewer than 2 incidents it is not considered discrepant. 1
2 Threshold How to Calculate SPP Indicators 4a and 4b? Calculations for 4a: Calculate percentage of Total # SWD over 10 day rule. Divide Total # (SWD suspended/expelled > 10 days) by IDEA Count X 100% SPP Indicator 4a - Suspension/Expulsion Year Total # SWD suspended/ expelled > 10 days IDEA Count LDOE Average Threshold (LDOE Avg x 1.5) (0.62% x 1.5) Total % Total # IDEA Count x 100% Is your LEA discrepant? To be discrepant the LEA Total % > Threshold (0.93%) % 0.93% (10 500) 100% 2.0% = YES % 0.93%?? Calculations for 4b: Calculate percentage of SWD over 10 day rule by race/ethnicity. Divide # SWD (suspended/expelled > 10 days per ethnicity) by IDEA Count X 100% SPP Indicator 4b - Suspension/Expulsion Year Am. Indian or Alaskan Asian Black or African Am. Hispanic/ Latino White Hawaiian or other Pacific Islander Two or More Races IDEA Count Is your LEA discrepant? To be discrepant the LEA Total % > Threshold (0.93%) # % # % # % # % # % # % # % # Yes or No % % % Yes (Black) No (White) (8 500)100% (2 500)100% ? 0 0 2? %? 2
3 Root Cause Analysis Process The Root Cause Analysis process asks three questions, which together provide the framework of a Root Cause Analysis investigation: 1. What was the problem? 2. What were the causes of the problem? 3. What actions should be taken to prevent the problem from occurring again? 1. Problem: What was the problem? SWD with OSS/expulsion greater than 10 days 2. Identify Causes: What were the causes of the problem? 2a. Discuss and identify possible causes for a SWD to have OSS/expulsion great than 10 days? 3
4 2b.Gather and investigate data Breaking Down Data by SWD Activity Purpose: The purpose of this activity is to disaggregate the individual student data to identify potential causes and/or patterns leading to the over 10 day discipline outcomes by variables (student, school, exceptionality, behavior, etc). School Year: District: Number of SWD over 10 days: Student Exceptionality Gender Race Grade School Total # Days OSS/ Expulsion # of behavior incidents Behavior Area(s) School Present Year ***Things to consider: Student s grades, attendance, retention rate, etc 4
5 2c. Identifying patterns and/or causes by variable(s). (Review data in chart 2b) Variable Explain 3. Action Steps: What actions should be taken to prevent the problem from occurring again? 3a. List and explain district wide steps 5
6 3b. List and explain action steps needed by specific variables (refer to 2c). Variable Who? What? When? Where? Monitor? 3c. List and explain actions steps needed for specific students (refer to 2b). Student By who? What? When? Where? Monitor? 6
7 Resource Activity on Barriers: What are some possible barriers to implementation plan? 7
8 RESOURCES Website Resources: IRIS Center Topics: Modules Case Studies Activities Information Briefs Intervention Central Topics: Motivation Rewards Special Needs Bully Prevention Schoolwide Classroom/Management Challenging Students Behavior Doctor Topics: Training Available Video Samples Past Seminars Targeted Intervention: Check with your district and school BPIS Teams for targeted interventions. Behavior Skills Support Program (BSSP) is a small group intervention that focuses on skill instruction, goal-setting and mentorship to facilitate socially appropriate behavior among students at-risk for developing chronic behavior problems. The mentor provides students with positive adult interactions and ongoing behavioral support. The Behavior Education Program (BEP) consists of a daily check-in/check-out system for students who engage in repeated problem behavior. The purpose of the BEP is to provide students with clearly defined behavioral expectations, frequent positive attention, immediate feedback and reinforcement about behavior, and prompts about expectations throughout the day. Response to Intervention (RtI) is a method of academic intervention to provide early, systematic assistance to children who are having difficulty learning. The contents of this activity were developed under a grant from the U.S. Department of Education, #H323A However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. 8
9 Ten Alternatives to Suspension By Reece L. Peterson The suspension or expulsion of students with emotional/behavioral disorders (EBD) has been problematic and controversial. Requirements of IDEA, and case law before that, have indicated that long-term suspension or expulsion violate the Free Appropriate Public Education (FAPE) guarantee for students with disabilities. Schools have struggled to meet these requirements, but the problems with suspension and expulsion are larger than issues of EBD or disability. Today, many schools are rightfully concerned about the numbers of all types of students who are being suspended or expelled for their behavior. This concern is driven by the overrepresentation of some minority groups among those who are suspended or expelled from school (Wu, Pink, Crain & Moles, 1982; Townsend, 2000; Skiba, Michael, Nardo & Peterson, 2002). Equally important is the emerging research that indicates that these consequences are not likely to change the inappropriate behavior of the students involved, nor do they serve to deter other students from engaging in the same behaviors (Skiba, Peterson & Williams, 1999, 1997). Instead, these consequences make the suspended student s academic progress more difficult, and they may increase the likelihood of the student dropping out of school or having other negative outcomes. As a result, many schools are beginning to examine their school discipline policies with an eye to making them both more effective and less reliant on traditional exclusionary consequences. These changes may also help schools to better serve students with EBD. Schools that try to improve their discipline system ask the questions What do we use in place of exclusionary consequences in our discipline policies? and What are some disciplinary consequences which might be more effective? The examples that follow illustrate the kinds of actions that could be built into a school s formal disciplinary code of conduct as part of an array of consequences for inappropriate behavior. Each of these examples has at least some research demonstrating positive behavioral-change outcomes for students, and is an opportunity to maintain or re-engage students in school rather than pushing them out of school. While additional information beyond that provided here will be needed for appropriate implementation, the examples below describe multiple promising alternatives to suspension: Problem solving/contracting. Negotiation and problem-solving approaches can be used to assist students in identifying alternative behavior choices. The next step should involve developing a contract that reminds the student to engage in a problem-solving process, and which includes reinforcers for success and consequences for continuing problem behaviors. Restitution. In-kind restitution (rather than financial restitution, which often falls on the parents) permits the student to help to restore or improve the school environment either by directly addressing the problems caused by the student s behavior (e.g., in cases of vandalism students can work to repair things they damaged), or by having the student improve the school environment more broadly (e.g., picking up trash, washing lockers). Mini-courses or skill modules. Short courses or self-study modules can be assigned as a disciplinary consequence. These should be on topics related to the student s inappropriate behavior, and should be designed to teach the student to have increased awareness or knowledge about the topic, thus facilitating behavior change. These modules might include readings, videos, workbooks, tests, and oral reports on a range of topics such as alcohol/drug use or abuse, strategies for conflict resolution, anger control strategies, social skills (e.g., getting along with peers, making behavior appropriate for the setting), and appropriate communication skills (e.g., appropriate and inappropriate language, how to express disagreement). Parent involvement/supervision. Parents should be invited to brainstorm ways they can provide closer supervision or be more involved in their child s schooling. Better communication and more frequent contacts between teachers and parents, as well as coordinated behavior-change approaches, are very useful and could be formalized into a disciplinary consequence. Counseling. Students may be required to receive additional supports or individual counseling from trained helping professionals (e.g., counselor, school psychologist) focused on problem solving or personal issues interfering with learning. Community service. Programs that permit the student to perform a required amount of time in supervised community service outside of school hours (e.g., volunteer at another school or an organization) should be created. Behavior monitoring. Closely monitoring behavior and academic progress (e.g., self-charting of behaviors, feedback sessions for the student) will permit rewards to be provided for successful performance. 9
10 Coordinated behavior plans. Creation of a structured, coordinated behavior support plan specific to the student and based on a hypothesis about the function of the target behavior to be reduced should be created. It should focus on increasing desirable behavior, and replacing inappropriate behaviors. Alternative programming. Provide short- or long-term changes in the student schedule, classes or course content or offer the option of participating in an independent study or work-experience program. Programming should be tailored to student needs, and permit appropriate credit accrual and progress toward graduation. Change of placement or programming must be made by the IEP (Individualized Education Program) team for students with EBD or other disabilities. Appropriate in-school suspension. In-school suspension should be provided and include academic tutoring, instruction on skill-building related to the student behavior problem (e.g., social skills), and a clearly defined procedure for returning to class contingent on student progress or behavior. The environment should be carefully managed to guard against using in-school suspension as a way to avoid attending classes. Many of these will be familiar to teachers who have worked with students who have EBD and there is a promising research base for these alternatives. Other alternatives might also be generated. Some schools are already using some of these, but few are using very many of these, and fewer yet use these systematically as a coordinated behavior improvement strategy built into their disciplinary codes of conduct. To make these alternative options work as a disciplinary consequence, some prerequisites may also be needed. A school climate supportive of positive behavior, efforts to build positive interactions, appropriate instruction, and ongoing close supervision may prevent behavior problems from growing to crisis proportions and requiring disciplinary consequences. Here are several examples of programs that support the previous alternatives to suspension: Creating a caring school community and climate. Programs that attend to patterns of good communication and problem solving, having clear patterns of authority and decision making, procedures for developing and implementing rules, helping students feel they belong and are welcome, good curriculum and instructional practices, and having a clean and positive physical environment. Efforts to build adult-student relationships. Programs offering opportunities for students to develop individual relationships with staff. Increased parent involvement. Programs that involve a variety of parents and community members in functions and activities within the school, and maintain communication about their children. Character education/consistent school values. School curriculum and organization features that promote the development of fundamental values in children. Typically these list desirable goals for student behavior. Early identification and intervention. Programs that permit systematic screening of students for potential behavior problems, and which provide interventions for the students identified as at risk. Mediation programs. Programs that teach students about non-violent conflict resolution and permit students to use and experience these in school. Peer-mediation is one example. Bullying prevention and intervention. Programs that teach students about bullying behaviors and how they can be reported to teachers. Specific interventions are created for both bullies and victims. Conflict de-escalation training. Programs that teach staff and students to recognize and to disengage from escalating conflict. School-wide discipline program. Programs that develop a common terminology and consistent approach to discipline across school staff. Responsibilities of students and staff are identified, consistency in rule enforcement is increased, and consequences are identified for positive and negative behaviors occurring anywhere in school. Positive office referrals/recognition. Programs that catch students being good and identify, reward, and celebrate individual students for appropriate behavior (e.g., attendance, being on-time, improving grades, meeting behavior goals). References Skiba, R., Michael, R., Nardo, A., & Peterson, R.L. (December, 2002). The color of discipline: Sources of racial and gender disproportionality in school punishment. The Urban Review, 34(4), Skiba R.J., Peterson, R.L. & Williams, T. (January, 1999). The dark side of zero tolerance: Can punishment lead to safe schools? Phi Delta Kappan, 80(5), Skiba R.J., Peterson, R.L. & Williams, T. (August, 1997). Office referrals and suspension: Disciplinary intervention in middle schools. Education and Treatment of Children, 20(3), Townsend, B. (2000). Disproportionate discipline of African Am. children and youth: Culturally-responsive strategies for reducing school suspensions and expulsions. Exceptional Children, 66, Wu, S.C., Pink, W.T., Crain, R.L., & Moles, O. (1982). Student suspension: A critical reappraisal. The Urban Review, 14,
11 Disciplinary Type Code Disciplinary Type Code is a code denoting what type of discipline the student received. Code Values: 2 Suspension/Out-of-School: Student is temporarily prohibited from participating in school, and no provision is made for instructional/educational services during this period. (SWD are still expected to receive SPED services in accordance with federal law) Include only suspensions resulting in removal for at least one full day. 3 Expulsion/Out-of-School: Student is removed from school for at least one semester with no provision made for instructional/educational services. (SWD are still expected to receive SPED services in accordance with federal law) This code also requires submission of an Exit Record. 4 Suspension/In-School: Student is temporarily removed from his/her usual classroom and moved to an alternative setting/program on the same campus for a minimum of one complete school day, and no interruption of instructional/educational services occurs. The alternative setting must be located on the school site. If the student is removed off-site then you should use the Suspension/Alternate Site code. If a student is moved to an alternative site/school, you must use the alternate site codes! Questions about whether you have an alternate site should be directed to Data Management. Example 1: Tommy G. talks back to his teacher and she sends him to the office. The principal decides Tommy needs to cool off the rest of the week and sends him to another classroom with other removed students. Tommy s teacher provides his assignments which are forwarded back to his teacher when completed. Next Monday, he returns to his original classroom. This is an in-school suspension. 5 Expulsion/In-School: Student is removed from his/her usual classroom and moved to an alternative setting/program on the same campus for a period of time specified by the LEA, and no interruption of instructional/educational services occurs. The alternative setting must be located on the school site and the student must continue to receive instructional services and remain under the supervision of LEA personnel or their designees. Questions about whether you have an alternate site should be directed to Data Management. 6 Suspension/Alternate Site: Student is temporarily removed from his/her usual classroom and moved to an alternative setting/program not on the same campus for a minimum of one complete school day. No interruption of instructional/educational services occurs, but the setting must be off-site. The alternative setting must not be the student s home site. If the student is moved to another setting at the same site then you should use the Suspension/In-School code. The alternate site does not need its own site code. Questions about whether you have an alternate site should be directed to Data Management. Example 2: Sally instigates a fight. She is sent to the principal s office. He decides Sally needs to go to their alternative school for 3 weeks so she can see how the real tough kids behave. Sally is taken to the new school for the next three weeks. Sally s school can choose to exit her during this time and enroll her at the alternative school or they can choose to leave her enrolled at the school from which she received the suspension. However, Sally s original school must record an alternate site suspension in either case. Just because she has switched sites does not mean her original discipline action should be considered an in-school suspension. 11
12 7 Expulsion/Alternate Site: Student is removed from his/her usual classroom and moved to an offsite alternative setting/program, not on the same campus, for at least the remainder of the school semester, with no interruption of instructional/educational services occurring. This code does not require the submission of an Exit code although in some cases this may be necessary. Some reasons you might not exit a student is if the location is under the jurisdiction of the original school or principal or if the site does not have a site code on SPS. You should use code 8 when transferring students to another school within the district and code 9 when exiting a student to another school district. Questions about whether you have an alternate site should be directed to Data Management. Notes: For additional information concerning disciplinary actions for Special Education students, please refer to the Appendix and to your local supervisor of Special Education. The Alternate Site codes (6 and 7) were added to comply with mandatory SPED federal reporting requirements. Expulsions are not determined by the time frame they encompass but by an expulsion hearing or official expulsion action by the LEA. A suspension that happens to carry on through the end of a semester is not an expulsion. Special notes about alternate site and in-school suspensions: If a student is suspended to an in-school program or an alternate site/program for a time that can exceed their return date unless certain circumstances are met (like grades, exemplary behavior, someone s permission, etc.), you should classify this action as an alternate site or in-school expulsion. Also, if you allow a student to volunteer to enroll at an alternative site in lieu of an out-of-school expulsion, you should still report this as an alternate site expulsion. Alternate Site suspensions and expulsions of SPED students require an IEP to have been performed assigning a student to the alternate site/program. For SPED if a student is suspended or expelled with both educational instruction and SPED services without an IEP this is considered an in-school suspension. If they are suspended or expelled with a new IEP that defines the need for a new location as a result of the action, these are defined as alternate sites removals by definition. A campus is defined for this code as a collection of buildings usually connected by a contiguous boundary, under the jurisdiction of a single administrator such as a principal. Two schools with separate site codes are not considered the same campus even if they are geographically connected or even in the same physical building. A campus may include a collection of buildings not directly connected to each other or the same piece of land owned by the institution, if there they are so proximate to each other and travel between the various buildings is convenient and routine, and if the scholastic structure is directly administered by the same principal. 12
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